Dynamic 'Flows' of Translanguaging/Trans-Semiotizing in CLIL Eco-Social Systems

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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23

Metalinguistics; Second Language Learning; Second Language Instruction; English (Second Language); Language of Instruction; Code Switching (Language); Content and Language Integrated Learning; Native Language; Language Usage; Semiotics; Secondary School Students; Science Instruction; Urdu; Multilingualism; Classroom Communication; Sino Tibetan Languages; Teacher Student Relationship; Grade 9; Student Characteristics; Teacher Characteristics; Foreign Countries

10.1080/09658416.2023.2234824

0965-8416
1747-7565

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging.

As Provided

2024

EJ1424393